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Educational  Survey  of 

Decatur,  Georgia 

Public  School 

System 

By 

M.  L.  DUGGAN,  Rural  School  Agent 
No.  26 


Under  Direction  of  State 

DEPARTMENT  OF  EDUCATION 


M.  L.  BRITTAIN 

State  Superintendent  of  Schools 

1918 


GIFT   OF 


Digitized  by  the  Internet  Archive 

in  2007  with  funding  from 

IVIicrosoft  Corporation 


http://www.archive.org/details/educationadecatuOOgeorrich 


Educational  Survey  of 

Decatur,  Georgia 

Public  School 

System 


By 
M.  L.  DUGGAN,  Rural  School  Agent 


No.  26 


Under  Direction  of  State 

DEPARTMENT  OF  EDUCATION 


M.  L.  BRITTAIN 

State  Superintendent  of  Schools 

1918 


FOREWORD 

This  survey  of  the  pubHc  school  system  of  Decatur,  Ga.^ — 
was  made  at  the  request  of  the  local  board  of  education.  It 
is  submitted  to  them  and  the  citizens  of  Decatur  for  con- 
sideration in  the  interest  of  their  own  children.  No  thought 
has  been  in  mind  except  to  render  service  to  the  system,  and 
this  report  is  respectfully  submitted  with  only  that  end  in 
view. 

I  am  indebted  to  the  Georgia  Normal  and  Industrial  Col- 
lege, at  Milledgeville,  for  sending  Miss  Eurie  Belle  Bolton 
from  its  extension  faculty  to  aid  me  in  the  tedious  details 
of  the  investigation,  and  here  express  my  appreciation  to  her 
for  faithful  and  accurate  services.  The  superintendent,  prin- 
cipals, and  teachers  in  all  of  the  schools  have  cordially  offer- 
ed every  opportunity  and  aid  to  facilitate  the  work,  and 
pupils  without  exception  have  responded  heartily  to  every 
demand.  Thus  the  work  has  in  no  way  been  hindered  except 
by  the  prevailing  influenza  epidemic.  Because  of  this  epi- 
demic but  little  investigation  was  made  in  the  high  school.  In 
so  far  as  the  investigation  has  gone  efforts  have  been  made 
to  keep  it  on  a  definite  and  scientific  basis.  Definite  data 
from  other  city  systems  within  the  state  upon  which  to 
base  comparisons  have  been  difficult  to  secure,  particularly 
in  the  matter  of  measurements  of  class-room  products. 
It  is  hoped,  however,  that  this  report  may  furnish  a  definite 
basis  for  future  comparisons  in  this  and  other  systems  in 
the  state. 

M.  L.  DUGGAN, 
Rural  School  Agent  for  Georgia, 

State  Department  of  Education, 
Atlanta,  Ga.,  December  10,  1918. 


402«ni> 


DECATUR 


Decatur,  the  county  seat  of  DeKalb  county,  Ga.,  is  a  de- 
lightful residence  city  of  6,500  population  located  on  the 
Georgia  railroad,  six  miles  Northeast  of  Atlanta,  with 
which  it  is  connected  by  two  trolley  lines  giving  frequent 
schedules.  It  furnishes  residence  to  many  men  whose  of- 
fice and  business  is  in  Atlanta,  and  to  others  interested 
in  large  manufacturing  enterprises  near  by,  but  outside  of 
the  municipality.  Therefore,  it  is  safe  to  assume  that  the 
major  part  of  the  property  of  the  patrons  of  the  Decatur 
public  schools  lies  outside  of  the  city,  and  so  does  not  bear 
its  proportionate  part  of  the  cost  of  their  schools.  This 
would  seem  to  argue  that  the  portion  of  their  property 
which  does  lie  within  the  city  might  reasonably  be  expected 
to  stand  a  higher  rate  for  the  sake  of  their  children.  In 
determining  reasonableness  of  school  tax  rate  these  facts 
should  certainly  be  taken  into  consideration. 

HISTORY 

The  public  school  system  of  Decatur  had  its  beginning  in 
1902,  with  a  population  of  1,400,  a  school  population  of 
430  children,  appropriations  for  its  maintenance  of  $858.00 
from  the  state  and  $625.00  from  the  city.  With  one  small 
building  and  two  teachers  Prof.  E.  E.  Treadwell,  the  pres- 
ent superintendent,  made  his  beginning.  It  is  worthy  of 
special  note  that  this  same  superintendent  and  two  of  his 
present  teachers  have  labored  loyally  with  the  schools  all 
of  these  years,  and  have  brought  the  system  to  its  present 
efficiency. 


ORGANIZATION 

The  Board  of  Education  consists  of  six  citizens  and  the — 
Mayor.  The  citizen  members  are  elected  by  the  city  council 
for  four  year  overlapping  terms,  two  being  elected  every 
other  year.  The  administration  consists  of  a  superintend- 
ent and  a  principal  for  each  of  the  schools.  The  superin- 
tendent is  elected  annually  by  the  Board,  and  the  princi- 
pals and  teachers  are  elected  annually  by  the  Board  upon  the 
nomination  of  the  superintendent.  There  are  35  teachers, 
three  of  whom  have  served  continuously  since  1902,  four 
others  since  1910,  nine  others  since  1915,  and  the  rest  for 
only  short  terms,  several  changes  having  taken  place  during 
the  current  term. 

DECATUR  BOARD  OF  EDUCATION 

F.  T.  Hopkins,  Chairman 

Mayor  L.  J.  Steele,  Sec'^j  &  TreasW 

W.  J.  Sayward  W.  J.  Houston 

Andrew  Sledd  Louis  Estes 

E.  E.  Tread  WELL,  Superintendent 


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FINANCES 


1917 

City's  Taxable  Property  for  1917 $3,569,721.00 

City's  Income  for  1917 .         60,765.40 

Distribution  : 

For  General  City  Government $  2,885.91 

For  Public  Safety  and  Public 

Health 3,432.17 

For  Public  Service 37,865.72 


For  support  public  schools 


44,183.80 
16,581.60 


$      60,765.40 


From  above  figures,  which  are  taken  from  the  city  treas- 
urer's books  for  1917,  it  is  seen  that  only  a  little  above 
one-fourth  (27%)  of  the  city's  income  is  devoted  to  public 
education;  which  amounted  to  only  $12.80  per  capita  of 
the  school  population,  or  $2.39  per  capita  of  the  whole  pop- 
ulation. 


LOCATIONS  AND  GROUNDS 

The  Decatur  public  school  system  consists  of  four  schools 
for  white  children  and  one  for  negroes. 

The  McDonough  High  School  is  centrally  located,  and  pro- 
vides a  four-year  accredited  high  school  course  for  boys 
and  girls.  The  Central  Primary  School,  occupying  a  part 
of  the  first  floor  of  the  McDonough  High  School  building, 
provides  the  first  three  grades  for  pupils  residing  in  the 
immediate  vicinity.  The  Glennwood  Grammar  School  is 
located  in  the  Eastern  resident  section  of  the  city,  and  pro- 
vides for  seven  grades.  The  Oakhurst  Grammar  School  is 
located  in  the  Western  resident  section,  providing  seven 
grades.  The  Herring  Negro  School  is  located  in  a  negro 
resident  section,  and  provides  seven  grades.  No  provision 
is  made  for  the  high  school  education  of  negroes  because 
of  the  close  proximity  to  several  good  negro  colleges  in  At- 
lanta to  which  they  have  easy  access.  All  of  these  schools 
are  well  and  conveniently  located  for  the  easy  accommoda- 
tion of  the  greatest  amount  of  patronage.  The  steady  and 
rapid  growth  of  the  city,  however,  will  soon  demand  two 
more  schools,  and  the  directions  of  this  growth  indicates  so 
clearly  as  to  about  where  they  should  be  located  that  it  is 
hardly  worth  while  to  have  inquiry  and  discussion  of  it 
here  and  now.  The  schools  are  not  only  well  located  as  to 
convenience,  but  these  locations  measure  well  up  to  stand- 
ard educational  requirements  in  other  respects. 

The  areas  of  the  school  grounds  are  suflficient  for  ample 
playgrounds,  school  gardens,  etc.,  and  the  surface  conditions 
are  favorable  for  the  development  of  such  important  educa- 
tional adjuncts.  None  of  them  have  less  than  225  square 
feet   per    pupil,    and    one    of   them    measures    up    to    500 

8 


square  feet  per  pupil  of  highest  enrollment  capacity.  As 
yet  none  of  these  grounds  have  been  fully  improved,  and_ 
a  meager  playground  equipment  has  been  provided  only  at 
McDonough  High  School  and  Glennwood  Grammar  School. 
Scarcely  any  school  gardening  has  been  attempted  except 
at  Glennwood  school,  and  there  apparently  for  its  aesthetic 
rather  than  its  educational  or  economic  value.  Systematic 
school  gardening  is  an  easy  way  of  introducing  practical 
life  activities  into  a  public  school  system,  and  the  times  are 
propitious  for  its  success. 

BUILDINGS 

All  buildings  are  comparatively  new.  Their  costs  and 
dates  of  construction  were  as  follows: 

McDonough  H.  S.  constructed  in  1909,  cost $15,000.00 

Glennwood  Grammar  School  constructed  in  1912, 

cost 23,000.00 

Herring  Negro  School  constructed  in  1912,  cost-.     8,000.00 
Oakhurst  Grammar  School  constructed  in  1915, 

cost 30,000.00 

Total  original  cost  of  buildings   $76,000.00 

Total  present  value  will  run  above  $100,000.00. 

Oakhurst,  the  latest  one  built,  is  the  most  satisfactory 
one.  All  are  safe,  substantial  buildings,  class-rooms  of 
standard  size,  wide  halls  and  stairways,  easy  exits,  etc. 
Auditoriums  are  provided  at  McDonough  and  Oakhurst. 
With  exceptions  of  a  few  rooms  lighting  is  sufficient  and 
proper.  Heating,  ventilating,  and  service  systems  at  Oak- 
hurst measure  up  to  present-day  standards.  Heating  sys- 
tems at  the  other  schools  would  have  been  considered  sat- 


9 


isfactory  at  the  dates  at  which  they  were  constructed.  The 
buildings  are  in  a  good  state  of  repair  except  as  to  some 
minor  details.  No  means  of  fire  protection  is  provided  at 
any  of  them. 

As  measured  by  "Dr.  Strayer's  Standard  Score  Card  for 
City  School  Buildings"  the  following  table  will  give  an  ac- 
curate estimate  of  each  one  in  full  detail: 


1.  McDonough  High  School  and  Central  Primary  School. 

2.  Glennwood  Grammar  School. 

10 


STRAYER     SCORE     CARD     FOR     CITY     SCHOOL 
BUILDINGS 


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I.     SITE,   (125) 

A.       LOCATIOJ^ 

Accessibility 

(25) 

25 

25 

25 

25 

Environment 

(30) 

30 

30 

30 

30 

B.     Draikage 

Elevation 

(20) 

20 

20 

20 

15 

Nature  of  Soil 

(10) 

10 

10 

10 

10 

C.     Size  AXD  Form   (Oakhurst  School) 

(40) 

40 

40 

20 

20 

II.     BUILDING,   (165) 

A.     Location 

Orientation 

(15) 

15 

10 

15 

10 

Position  on   site 

(10) 

10 

10 

10 

10 

B.     ExTERXAL  Structure 

Type 

(  5) 

5 

5 

5 

5 

Material 

(10) 

5 

10 

10 

10 

Height 

(   5) 

5 

5 

5 

5 

Roof 

(  5) 

5 

5 

5 

3 

Entrances 

(10) 

10 

10 

10 

10 

Aesthetic   Balance 

(10) 

10 

10 

10 

10 

Condition  of  Repair 

(15) 

10 

15 

15 

10 

C.     Interxal  Structure 

Stairways 

(35) 

35 

35 

35 

35 

Corridors 

(25) 

25 

25 

25 

25 

Basement 

(15) 

5 

10 

15 

0 

Attic 

(   5) 

0 

0 

0 

0 

III.     SERVICE    SYSTEMS,    (280) 

A.     Heating  and  Ventilatiox  System 

Kind 

(20) 

10 

15 

20 

10 

Installation 

(10) 

10 

15 

8 

10 

Air  Supply 

(25) 

10 

15 

25 

10 

Distribution 

(15) 

5 

8 

15 

5 

B.     Fire  Protectiok  System 

Apparatus 

(10) 

0 

0 

0 

0 

Fireproofness 

(20) 

10 

10 

10 

10 

Escapes 

(20) 

20 

20 

20 

20 

Electric  Wiring 

(   5) 

5 

5 

5 

5 

Fire  Doors 

(10) 

0 

1       0 

0 

0 

C.     Cleaxixg  System 

(20) 

0 

0 

0 

0 

D.     Artificial   Lighting   System 

(20) 

0 

10 

15 

0 

E.     Electric  Service   Systems 

Clock 

(   5) 

0 

1     0 

0 

0 

Bell 

(  5) 

0 

1        0 

0 

0 

Telephone 

(   5) 

0 

0 

0 

0 

F.     Water  Supply  System 

(30) 

30 

1     30 

30 

30 

11 


stray er  Score  Card — (Continued). 


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G.     Toilet  Systems 

Distribution 

(10) 

10 

10 

10 

10 

Fixtures 

(10) 

5 

10 

10 

10 

Adequacy 

(10) 

10 

10 

10 

10 

Seclusion 

( 5) 

5 

4 

5 

5 

Sanitation 

(15) 

15 

10 

15 

10 

H.     Mechanical  Service  Systems 

Elevators 

(  5) 

0 

0 

0 

0 

Book-lifts 

(  2) 

0 

0 

0 

0 

Waste-chutes 

(  3) 

0 

0 

0 

0 

IV.     CLASSROOMS,  (290) 

A.     Location  and  Connections 

(35) 

35 

35 

35 

35 

B.     Construction  and  Finish 

Size 

(25) 

25 

25 

25 

25 

Shape 

(15) 

12 

10 

15 

15 

Floors 

(10) 

5 

10 

10 

8 

Walls 

(10) 

5 

8' 

9 

8 

Doors 

(   5) 

5 

5 

5 

5 

Closets 

(   5) 

5 

5 

5 

5 

Blackboards 

(10) 

10 

10 

10 

10 

Color  Scheme 

(10) 

7 

8 

9 

6 

C.     Illumination 

Glass  Area 

(45) 

45 

45 

45 

45 

Windows 

(30) 

20 

30 

30 

20 

Shades 

(10) 

5 

5 

5 

5 

D.     Cloak-rooms  and  Wardrobes 

(25) 

20 

20 

25 

20 

E.     Equipment 

Seats  and  Desks 

(40) 

40 

40 

40 

40 

Teachers'   Desks 

(10) 

10 

10 

10 

10 

Bulletin   Boards 

(  5) 

2 

2 

5 

0 

V.     SPECIAL   ROOMS,    (140) 

A.     Large   Rooms   for   General   Use 

Playroom 

(10) 

0 

7 

7 

0 

Auditorium 

(15) 

7 

7 

15 

0 

Study  Hall 

(   5) 

0 

0 

0 

0 

Library 

(10) 

8 

5 

5 

0 

Gymnasium 

(15) 

0 

0 

0 

0 

Lunch   Room 

(10) 

0 

0 

0 

0 

B.     Rooms  for   School  Officials 

Offices 

(10) 

10 

10 

10 

0 

Teachers'  Room 

(10) 

0 

10 

10 

0 

Nurses  Room 

(10) 

0 

0 

0 

0 

Janitor's   Room 

(   5) 

3 

3 

3 

3 

C.     Other   Special-Service   Rooms 

1       Laboratories 

(20) 

10 

0 

0 

0 

Lecture    Rooms 

(10) 

0 

0 

0 

0 

,  Store   Rooms 

(   5) 

3 

3 

3 

0 

Studios 

(  5) 

3 

3 

3 

0 

Totals 

(1000) 

700 

763 

802 

614 

12 


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900 

1.00  0 

Standard  (1000) 

Oakhurst  Sch.  (802) 

Glennwood  Sch.  (763) 

McDonough  H.S.(700) 
Herring  Negro  Sch. 

1 

(614) 

^^ 

"^ 

""" 

Comparative  Ratings  of  the  School  Buildings  by  the  Strayer  Score 

Card. 


FURNITURE   AND   EQUIPMENT 

All  schools  are  fully  supplied  with  single  desks  in  suit- 
able sizes,  and  pupils  are  comfortably  seated.  Teachers' 
desks  are  provided  in  all  class  rooms.  Sand  tables  are  pro- 
vided for  primary  grades.  Well-  chosen  pictures  are  hung 
in  all  rooms.  A  limited  supply  of  maps  and  globes  are  fur- 
nished at  each  school.  A  fairly  good  library  is  available  at 
McDonough  High  School,  and  shelves  with  a  few  books  are 
kept  in  most  of  the  class  rooms.  Limited  chemical  and 
physical  laboratories  are  provided  at  the  high  school  for 
class  work,  but  not  for  individual  work.  There  is  also  some 
domestic  science  laboratory  provided.  No  cabinets  are  pro- 
vided for  any  of  these  laboratories. 

The  superintendent's  office  at  the  McDonough  High 
School  is  almost  bare  of  office  fixtures  and  equipment.  Noth- 
ing characteristic  of  a  modern  administrative  office  is  to 
be  found. 


13 


TEACHING  FORCE 

The  teaching  force  of  the  system  consists  of  the  Super- 
intendent, seven  teachers  in  the  McDonough  High  School, 
three  teachers  in  the  Central  Primary  School,  nine  teachers 
in  the  Oakhurst  Grammar  School,  eleven  teachers  in  the 
Glennwood  Grammar  School,  and  four  teachers  in  the  Her- 
ring Negro  School. 

No  assistant,  clerk,  or  helper  of  any  kind  is  provided  for 
the  superintendent.  No  supervisor  is  provided  for  any 
school  or  any  department.  There  is  a  principal  for  each  of 
the  five  schools,  but  each  of  these  principals  are  required 
to  do  full  time  teaching,  therefore  having  little  or  no  time 
or  opportunity  for  supervisory  work.  There  is  a  janitor  for 
each  building,  but  none  of  them  are  trained  or  expert  in 
janitorial  service.  The  superintendent  is  frequently  called 
upon  to  do  repairing  or  keep  in  order  heating  or  ventilating 
or  other  service  systems,  and  attending  to  many  such  mat- 
ters that  takes  much  of  his  time  from  important  adminis- 
trative duties.  Hindered  by  such  things  and  without  office 
help  or  equipment  he  has  not  been  able  in  addition  to  ad- 
ministrative duties  to  keep  any  full  or  accurate  records  or 
statistics  on  such  important  matters  as  promotions,  re- 
tardations, accelerations,  etc.,  to  say  nothing  of  individual 
records  of  pupils'  progress  from  year  to  year.  No  full  sys- 
tem of  records  are  possible  without  office  equipment  and 
clerical  assistance,  and  such  neglect  would  not  be  tolerated 
in  any  other  well  managed  business  enterprises.  Neither  a 
full  and  satisfactory  survey  of  the  progress  of  the  school 
system  nor  its  wisest  management  and  direction  are  possible 
in  the  absence  of  such  important  records. 


14 


SALARIES 

Salaries  in  the  Decatur  public  school  system  are  not  at- 
tractive. The  superintendent's  salary  at  the  end  of  sixteen 
years  continuous  service  is  sixteen  hundred  dollars.  The 
average  salary  in  the  high  school  (including  Principal)  is 
$90.00  per  month;  the  average  salary  in  the  white  Gram- 
mar schools  (including  Principal)  is  $63.00  per  month.  In 
very  many  Georgia  cities  of  less  size  they  are  from  25% 
to  50%  higher.  It  is  generally  to  be  expected  that  a  rela- 
tionship will  be  found  between  salaries  and  efficiency.  There 
are  exceptions.  The  average  salary  at  Herring  Negro 
School  (including  Principal)  is  $31.25. 

ENROLLMENT  AND  ATTENDANCE. 

School  Average 

Population        Enrollment        Attendance 

White    977  1112  920 

Negroes 319  322  139 

Totals 1296  1434  1059 

The  above  table  shows  that  more  children  are  enrolled  in 
the  Decatur  public  schools  than  live  within  the  municipality^ 
Inquiry  convinces  us  that  the  enrollment  of  those  living 
within  the  city  measures  very  close  to  maximum.  The 
average  attendance  of  the  white  children  is  83%  of  enroll- 
ment, and  of  negro  children  42  %  of  their  enrollment.  These 
figures  are  based  upon  report  for  1917. 

DEPORTMENT. 

As  observed  during  the  period  of  investigations  the  gen- 
eral deportment  in  all  class  rooms  and  at  schools  was  good. 

15 


It  was  good  in  that  it  was  always  respectful,  and  no  bad 
conduct  was  observed  anywhere.  Everywhere  good  "con- 
trol" was  in  evidence,  excepting  only  in  one  class  room 
where  a  new  teacher  was  just  taking  charge — the  fifth  one 
during  the  term.  While  the  general  deportment  of  pupils 
was  as  good  as  is  usual  or  could  be  expected  under  con- 
ditions of  a  traditional  organization  and  course  of  study, 
yet,  except  in  some  primary  grades  there  was  an  evident 
lack  of  that  active  bouyant  esprit  de  corps  that  is  rarely 
seen  and  hardly  to  be  expected  except  where  the  play  in- 
stinct of  children  and  their  relationship  to  life  activities 
around  them  is  taken  into  full  account.  The  children  "be- 
haved well"  at  their  recess  periods,  but  generally  did  not 
play  well.    There  was  a  lack  of  organization  and  purpose. 

COURSES  OF  STUDY  AND  TIME  SCHEDULES. 

A  careful  study  of  the  Tables  printed  herewith  showing 
courses  of  study  and  time  allotments  in  the  two  grammar 
schools  of  Decatur  and  the  averages  in  twenty  Southern 
cities  will  be  very  interesting. 

In  the  first  place  there  does  not  appear  to  be  any  uni- 
formity as  to  time  limits  in  the  same  grades  of  different 
schools,  or  even  of  different  sections  of  the  same  grade  in 
the  same  school.  It  is  difficult  to  fathom  the  reasons  for 
many  of  the  time  allotments  to  the  various  subjects.  It 
would  seem  that  each  individual  teacher  determines  her  own 
time  limits  for  each  subject,  and  sometimes  arbitrarily » 
This  is  an  inevitable  result  of  the  lack  of  supervision.  No 
supervisor  is  provided.  The  principals  are  required  to  do 
full  time  teaching  and  have  no  time  for  supervisory  work. 
The  superintendent  can  only  do  general  supervisory  work 
in  addition  to  administrative  duties. 

16 


In  the  course  of  study  no  occupational  subjects  are  to  be 
found.  Whole  time  is  devoted  to  formal  academic  subjects^ 
Among  the  academic  subjects  too  much  time  is  given  to 
formal  and  drill  subjects,  and  too  little  to  content  subjects. 
Geography,  history,  language  and  literature,  and  elemen- 
tary science  deserve  a  larger  proportion  of  time;  spelling, 
writing,  arithmetic,  etc.,  may  be  better  taught  if  partly  in- 
cidental. 

A  formal  and  barren  course  of  study  costs  less  in  money 
and  equipment  and  teachers  and  supervision.  To  enrich 
the  course  of  study  and  relate  it  to  the  life  needs  of  the 
pupils  will  demand  more  money  than  Decatur  is  now  pay- 
ing for  the  education  of  her  children,  but  results  would 
well  justify  the  additional  investment  instead  of  "playing 
safe"  with  the  old  traditional  course  and  plan. 


17 


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18 


TESTS  AND  MEASUREMENTS. 

One  of  the  most  important  functions  of  a  survey  of  a 
school  system  is  to  determine  the  efficiency  of  the  instruc- 
tion in  the  schools  of  the  system.  Formerly  this  has  been 
judged  by  superintendents  on  the  basis  of  written  exami- 
nations and  by  supervisors  on  the  basis  of  personal  opin- 
ion. These  methods  have  been  condemned  by  scientific  edu- 
cators because  the  differences  in  individual  opinion  makes 
a  standard  of  measurement  impossible. 

As  a  substitute  for  the  old  methods  standard  tests  have 
been  devised  to  determine  the  efficiency  of  instruction  in 
the  various  subjects.  These  tests  do  not  bring  to  light  all 
of  the  problems  for  solution,  but  they  form  a  definite  basis 
for  comparison  and  are  thought  to  be  superior  to  any 
method  previously  used. 

Great  care  was  taken  to  secure  uniformity  in  the  admin- 
istration of  the  tests  and  measurements  to  the  individual 
pupils  of  the  several  schools  and  grades.  The  tests  of  all 
individual  pupils,  after  being  carefully  scored  and  recorded, 
were  turned  over  to  their  respective  teachers  for  detailed 
individual  consideration,  but  for  purposes  of  this  survey 
of  the  system  we  are  concerned  only  with  medians  and 
group  distributions.  While  uniform  objective  measure- 
ments and  standards  furnish  us  the  only  accurate  means 
of  determining  results  of  school  work,  it  will  be  remembered 
that  they  can  as  yet  be  applied  satisfactorily  only  to  the 
mechanical  aspect  of  education.  For  this  reason  and  for 
lack  of  time  we  have  made  the  tests  only  in  the  Grammar 
School  grades,  or  in  subjects  that  should  have  been  taught 
thoroughly  in  those  grades.  Tests  were  made  in  reading, 
spelling,  arithmetic  and  writing.     It  was  not  possible  to 

19 


score  these  schools  in  handwriting  for  lack  of  time,  and 
for  the  same  reason  no  attempt  was  made  at  measurements 
in  language  work.  But  for  the  untimely  closing  of  the 
schools  on  account  of  the  influenza  epidemic  we  intended 
making  a  careful  survey  of  the  physical  conditions  of  pupils 
through  the  primary  and  grammar  school  grades.  We 
strongly  urge  that  this  still  be  done  by  competent  authority. 

In  spelling  the  Monroe  Sentence  Spelling  Tests  were  used, 
and  scored  by  Ayres'  Standards. 

Monroe's  Kansas  Silent  Reading  Tests  were  used,  and 
scored  for  rate  and  comprehension. 

Courtis  Arithmetic  Tests  were  used,  scoring  for  both 
speed  and  accuracy. 

Attention  is  called  to  the  date  at  which  these  measure- 
ments were  made,  it  being  about  the  end  of  the  first  quarter. 

EXPLANATION  OF  TECHNICAL  TERMS. 

The  Median  Score  is  the  middle  score  of  the  group  and 
indicates  the  average  ability  of  the  class.  It  is  found  by 
arranging  the  scores  in  order  of  magnitude  and  taking  the 
score  on  the  middle  paper. 

The  Standard  Scores  for  the  different  tests  have  been 
found  by  giving  the  tests  to  thousands  of  pupils  in  hundreds 
of  schools  and  getting  the  median  score  of  the  individual 
scores. 

The  Distribution  of  pupils'  scores  (see  graphs,  pages  24, 
etc.)  shows  the  number  of  pupils  in  a  group  making  each 
per  cent  or  score. 

SPELLING. 

It  is  the  consensus  of  opinion  that  spelling  ability  con- 
sists in  ones  ability  to  spell  correctly  words  used  frequently 

20 


with  minimum  of  attention  upon  the  spelling,  as  is  the 
case  in  writing  letters,  etc.  The  spelling  ability  of  the 
pupils  in  the  Decatur  system  was  measured  by  giving  Dr. 
Monroe's  Timed  Sentence  Spelling  Tests  to  all  pupils  in 
grades  four  to  eight,  inclusive.  These  tests  were  given 
as  dictation  exercises  and  the  pupils  did  not  know  that  they 
were  to  be  marked  for  spelling,  but  were  cautioned  to  "be 
careful  as  to  their  spelling".  As  an  example,  the  following 
(Tests  II.)  was  dictated  to  the  fifth  grades  at  the  rate  in- 
dicated, considering  only  the  fifty  words  in  italics  and  ig- 
noring other  misspelled  words  in  the  scorings. 

A  Time   Sentence   Spelling   Test   Arranged  for   the  Fifth 

Grade. 

Seconds 

60     The  president  gave  important  information  to  the 
men. 

48  The  women  were  present  at  the  time. 
19     The  entire  region  was  burned  over. 

49  The  gentlemen  declare  the  result  was  printed. 

30  Suppose  a  special  attempt  is  made. 
60     The  final  position  was  held. 

24     The  factory  employs  forty  men. 

51  Sometimes  the  connection  is  not  made. 

24  I  enclose  a  written  statement  with  the  book. 
3     Prompt  action  is  needed. 

25  It  was  a  wonderful  surprise  to  all. 

55     The  addition  to  the  property  was  begun. 

31  Remember,  Saturday  is  the  day. 
57     They  await  their  leader. 

19     Either  make  another  effort  or  return. 

52  The  famous  estate  is  close. 

16     In  this  section  little  progress  was  made. 

21 


53  The  measure  is  due  to  pass. 

16  A  position  in  the  field  is  his. 

42  To  whom  was  the  command  given? 

8  Whose  claim  was  bought? 

29  He  represents  the  firm  in  this  matter. 

2  Go  forward  in  that  direction  to  reach  the  city. 

These  words  in  italics  were  taken  from  Ayres'  list,  and 
the  Standards  used  in  scoring  are  10  %  below  Ayres'  Stand- 
ards, allowance  being  made  for  possible  greater  difficulty 
in  spelling  words  in  dictation.  The  results  of  the  tests  show 
that  spelling  is  well  taught  in  the  Decatur  schools  as  a 
whole.  The  fourth  and  fifth  grades  are  below  standard, 
the  sixth  grade  is  standard,  and  the  seventh  and  high  school 
grades  are  above  standard.  It  would  be  well  to  investi- 
gate further  for  causes  as  to  poor  spelling  in  the  lower 
grades.  They  should  not  be  difficult  to  locate.  Many  of 
the  pupils  in  these  grades  misspelled  simple  words  they 
use  every  day  in  their  talking  and  writing  and  spelled  the 
more  difficult  words  which  they  do  not  much  use  but  upon* 
which  they  had  been  drilled  in  their  "spelling  book".  For 
example,  the  pupils  of  fourth  grade  in  the  same  sentence 
misspelled  begin  and  spelled  contract.  Methods  calculated 
to  correct  such  defects  should  be  introduced. 

The  graphs  showing  the  Distribution  of  pupils'  scores  in 
spelling  will  reveal  the  number  of  pupils  in  each  grade  who 
are  far  below  or  much  above  the  average  ability  of  the  class. 
The  tests  papers  turned  over  to  the  several  teachers  will 
indicate  which  individual  pupils  should  be  dealt  with.  There 
are  more  pupils  in  the  4th,  5th,  and  6th  grades  who  made 
low  per  cents  than  in  the  upper  grades,  indicating  the  need 
of  more  attention  to  written  spelling  in  these  grades. 

22 


pecatur   S 

SPgLLlUG  , 
7Stetn 

Glennwopd 

Oakhuret 

t>10C 

1 

( 

1 

g95 

,-- 

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/ 
/ 

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VI      VII 

A  Chart  showing  the  Median  per  cent  of  words  spelled  correctly 
by  the  pupils  of  the  different  grades  in  the  Decatur  System  and  in 
the  Glennwood  and  Oakhurst  Schools  in  comparison  with  the  Stand- 
ard Scores,  using  Monroe's  Timed  Sentence  Spelling  Test— Form  I, 
II   and   III. 

Decatur 

System  Glennwood   Oakhurst   Standard 

Grade        IV 68%  68%  64%             74% 

Grade          V 52%  54%  38%             63% 

Grade        VI 74%  74%  76%             74% 

Grade      VII 66%  68%  62%             63% 

Grade    VIII 84%  74% 

Grade       IX 90%  

Grade        X 90%  

Grade       XI 96%  

Solid  line  represents  the  Standard  Scores;  broken  line  represents 
Decatur  School  Scores. 


23 


DISTRIBUTION  OF  PUPIL'S  SCORES  IN  SPELLING 


Monroe's  Timed  Sentence  Test. 

(50  words  selected  from  Ayres'  List.) 


GLENNWOOD    SCHOOL.      GRADE    IV. 


SO 


so 


100 


Columns    represent    number    of    pupils    who    spelled    per    cent    of 
words  shown  under  each  column. 

Explanation — 

57  pupils  in  class. 

1  spelled  0%  to  10%; 

2  spelled  10%  to  20%; 

1  spelled  20%  to  30%,  and  so  on; 

3  spelling  90  to  100%. 


Median  Class   Score— 68%. 
♦Standard  Score — 74%. 


(Represents   middle  ability  of  class.) 


*The  Standard  Score  is  10%  lower  than  the  Standard  on  Ayres' 
List.  Allowance  is  made  for  the  difficulty  of  spelling  words  in  dic- 
tation exercises. 


24 


GLENNWOOD  SCHOOL.  GRADE  V. 


11 


9 


DDL! 


io 


6 

4 


10     eo     30      40     50     eo 


70 


80       so 


n 


100 


Columns    represent    number    of    pupils    who    spelled    per    cent    of 
words  shown  under  each  column. 

Explanation — 

62  pupils  in  class. 

1  spelled   0%   to   10%; 

1  spelled  10%  to  20%; 

9  spelled  20%  to  30%,  and  so  on; 

1  spelling  90%  to    100%. 

Median   Class   Score — 54%.      (Represents  middle  ability  of   class.) 
Standard   Score— 63%. 


25 


GLENNWOOD    SCHOOL.      GRADE    VI. 


iO 


20 


^o 


2 

/ 

/ 

40 


0 

50 


eo 


70 


u 


60        BO 


/OO 


Columns    represent    number    of    pupils    who    spelled    per    cent    of 
words  shown  under  each  column. 

Explanation — 

37  pupils  in  class. 

1   spelled  10%  to  20%; 

1  spelled  20%  to  30%; 

2  spelling  30%  to  40%,  and  so  on; 
6   spelling   90%   to    100%. 

Median  Class   Score — 74%.      (Represents  middle  ability  of  class.) 
Standard   Score — 74%. 


26 


GLENNWOOD  SCHOOL.  GRADE  VII. 

13 


8 


3 


to 


30 


40 


So 


eo 


70 


Bo       90 


too 


Columns    represent    number    of    pupils    who    spelled    per    cent    of 
words  shown  under  each  column. 

Explanation — 

51  pupils  in  class. 

3  spelled  20%  to  30%; 

4  spelled  30%  to  40%,  and  so   on; 
1   spelling  90%  to  100%. 

Median   Class   Score — 68%.      (Represents  middle  ability  of  class.) 
Standard   Score— 63%. 


27 


OAKHURST  SCHOOL.     GRADE  IV. 
10 


z 


7 


6 


20      30        40      50       60        70       50       90       100 

Columns    represent    number    of    pupils    who    spelled    per    cent    of 
words  shown  under  each  column. 

Explanation — 

48   pupils  in   class. 

1  spelled  10%  to  20%;* 

2  spelled  20%  to  30%; 

7  spelled  30%  to  40%,  and  so  on; 
2  spelling  90%   to   100%. 

Median   Class   Score — 64%.     (Represents  middle  ability  of  class.) 
Standard   Score— 74%. 


28 


OAKHURST    SCHOOL.     GRADE    V. 
7  7 


n" 


io 


20        30 


40 


SO 


so 


70 


60 


SO 


Columns    represent    number    of    pupils    who    spelled    per    cent    of 
words  shown  under  each  column. 

Explanation — 

33  pupils  in  class. 

2  spelled  0%  to  10%; 

4  spelled  10%  to  20%; 

4  spelled  20%  to  30%,  and  so  on; 

2  spelling  80%  to  90%. 

*Median  Class  Score — 38%.    (Represents  middle  ability  of  the  class.) 
Standard   Score— 63%. 


*Physical   conditions   may  have   influenced   the   class    score. 


29 


OAKHURST    SCHOOL.     GRADE   VI. 

/O 


/ 

□ 


O 


D 


20 


30     40      ^O       00       70       SO      90      /oo 


Columns    represent    number    of    pupils    who    spelled    per    cent    of 
words  shown  under  each  column. 

Explanation — 

28   pupils   in   class. 

1  spelled  10%  to  20%; 
1  spelled  20%  to  30%; 

1  spelled  30%  to  40%,  and  so  on; 

2  spelling  90%  to  100%. 

Median  Class   Score — 76%.     (Represents  middle  ability   of  class.) 
Standard  Score— 74%. 


30 


OAKHURST   SCHOOL.     GRADE  VII. 


3         3      I        [ 

f   1  ,^^—    


3  c      ^o     ^o      tsc      To       60     9o 

Columns    represent    number    of    pupils    who    spelled    per    cent    of 
words  shown  under  each  column. 

Explanation — 

29  pupils  in  class. 

3  spelled  20%  to  30%; 

3  spelled  30%  to  40%,  and  so  on; 

6  spelling  80%  to  90%. 

Median  Class   Score — 62%.      (Represents  middle  ability  of  class.) 
Standard   Score— 63%. 


31 


McDONOUGH  HIGH  SCHOOL.    GRADE  VIII. 

J6 


/5 


o       I 1 


/2 


30       40      50        60        VO       Bo       90     /OO 


Columns    represent    number    of    pupils    who    spelled    per    cent    of 
words  shown  under  each  column. 

Explanation — 

50  pupils  in   class. 

1  spelled  20%  to  30%; 
0  spelled  30%  to  40%; 

0  spelled  40%  to  50%; 

1  spelled  50%  to  60%,  and  so  on; 
12   spelling  90%  to  100%. 

Median   Class   Score — 84%.      (Represents  middle  ability  of  class.) 
Standard  Score— 74%. 


32 


Mcdonough  high  school,    grade  ix. 

2/ 


/S 


50      Go     ro     So     Qo    /oo 

Columns    represent    number    of    pupils    who    spelled    per    cent    of 
words  shown  under  each  column. 
Explanation — 

45  pupils  in  class. 

1  spelled   40%   to   50%; 

2  spelled  50%  to  60%,  and  so  on; 
21   spelling  90%  to  100%. 

Median  Class  Score — 90%.     (Represents  middle  ability  of  class.) 
No   standard    Score. 

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34 


READING. 

The  Monroe  Standardized  Silent  Reading  Tests  were 
given  to  the  pupils  of  the  third  through  the  eleventh  grades, 
inclusive. 

The  results  of  the  tests  show  that  the  children  of  the 
fifth  grade  in  the  Decatur  System  are  one  grade  below  the 
present  standard,  which  has  been  obtained  from  fifth  grades 
in  other  city  systems.  From  the  fifth  grade  downward  in 
the  grades  the  deficiency  increases  rapidly,  and  upward, 
decreases  gradually.  Many  probable  causes  may  have  in- 
fluenced the  scores  in  Reading,  but  the  results  indicate 
that  silent  reading  has  not  received  due  emphasis. 

The  third  grade  pupils  in  the  Decatur  schools  read  only 
one-half  as  rapidly  as  they  should  read,  according  to  the 
standard.  This  deficiency  possibly  results  from  the  methods 
used  in  teaching  children  to  read. 

The  seventh,  eighth,  and  ninth  grades  are  almost  up  to 
standard,  and  the  tenth  and  eleventh  grades  are  noticeably 
above  standard. 

Children  in  the  public  schools  cannot  do  silent  reading 
rapidly  and  comprehensively.  While  outside  of  school  life 
ninety-five  per  cent  of  all  reading  is  done  silently,  too  little 
attention  is  usually  given  to  the  teaching  of  silent  reading. 
If  good  reading  habits  are  not  formed  in  the  lower  grades 
under  the  direction  of  the  teacher,  they  are  acquired  in  later 
life  only  by  a  great  waste  of  effort  and  energy,  if  acquired 
at  all. 


35 


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P.6  31   35     41     4J5  61   56   61   66      71   76      81   86  91     96  101  10^  Rate 

A  Chart  showing  Median  Scores  of  each  grade  of  the  Decatur 
System  in  comparison  with  the  Standard  Scores,  using  the  Monroe 
Silent  Reading  Tests. 

Figures  under  and  above   circles  represent  grades. 
See  note  as  given  under  Table. 


36 


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37 


ARITHMETIC. 

The  Courtis  Standard  Research  Tests,  Series  B,  were 
used  in  measuring  arithmetic  abilities.  The  series  consists 
of  tests  in  Addition,  Subtraction,  Multiplication,  and  Di- 
vision. Each  test  consist  of  twenty-four  examples  of  the 
same  form  arranged  in  columns.  Time  allowed  for  each 
test  is.  Addition,  eight  minutes ;  Subtraction,  four  minutes ; 
Multiplication,  six  minutes;  Division,  eight  minutes.  A 
pupil's  score  is  the  number  of  examples  attempted  and  the 
number  right.  The  plan  insures  uniformity  and  accuracy. 
The  tests  were  given  to  all  pupils  from  the  fourth  to  eighth 
grades,  inclusive.  The  results  as  shown  by  the  graphs  in- 
dicate that  the  arithmetic  work  in  all  grades  is  below  the 
standard  in  both  speed  and  accuracy,  but  particularly  in 
accuracy.  Nothing  short  of  absolute  accuracy  can  be  ac- 
cepted in  arithmetic  processes.  The  poorest  scores  appear 
in  Addition  where  it  should  be  best.  The  tests  in  Division 
were  not  given  to  the  fourth  grades  in  any  school  except 
to  Section  A  of  fourth  grade  in  Oakhurst  School,  because 
Division  had  not  been  taught  in  this  grade.  These  few 
fourth  grade  pupils  to  whom  it  was  given,  however,  made  a 
very  good  showing  as  compared  with  other  scores  made  by 
the  school,  notwithstanding  they  had  had  only  a  few  days. 
Their  median  score  was  3  as  compared  with  the  standard 
score  of  4.  The  median  of  efficiency  in  all  the  grades  will 
be  raised  by  teaching  the  addition,  subtraction,  multipli- 
cation, and  division  combinations  so  thoroughly  in  the 
lower  grades  that  the  pupils  will  recognize  the  results  of 
combinations  instantly,  thereby  eliminating  the  habit  of 
"counting"  to  find  them.  The  drill  work  in  the  lower  grades 
necessary  for  the  mastery  of  these  combinations  can  be 
made  very  interesting  by  introducing  contest  games  into 

38 


the  drill  lessons.    In  the  upper  grades  a  successful  method 
of  increasing  the  efficiency  would  be  to  work  towarda-_a_ 
definite  standard  in  speed  and  accuracy. 

The  following  graphs  will  show  the  results  both  in  the 
two  grammar  schools  and  in  the  whole  system  as  compared' 
with  the  standard : 


39 


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52 


SUMMARY  AND  RECOMMENDATIONS. 

1.  Finances.  The  financial  support  of  the  Decatur  pub- 
lic school  system  does  not  measure  up  to  the  needs  of  the 
schools  or  the  ability  of  the  city.  The  schools  do  not  meas- 
ure up  to  the  educational  demands  of  the  children  because 
of  the  lack  of  better  financial  support.  Practically  all  of 
the  defects  and  deficiencies  in  the  schools  and  the  system  are 
traceable  to  the  lack  of  funds.  Twelve  dollars  and  eighty 
cents  per  capita  from  the  city  and  four  dollars  per  capita 
from  the  state  per  annum  is  not  enough  to  adequately  edu- 
cate children.  Nor  is  it  as  much  as  many  other  like  cities 
are  expending  on  the  education  of  their  prospective  citizens. 
All  recommendations  herev^ith  submitted  must  of  necessity 
be  conditioned  upon  a  more  liberal  financial  support.  Fur- 
thermore, any  proposed  increase  should  be  permanently 
based  upon  definite  tax  levies,  and  not  left  subject  to  politi- 
cal contingencies. 

2.  Supervision.  Most  of  the  deficiencies  evident  from 
this  report  are  clearly  from  a  lack  of  sufficient  supervision. 
Defects  and  lack  of  uniformity  in  the  course  of  study  and 
time  allotments,  irregularity  of  results  as  shown  by  some 
of  the  tests  and  measurements,  many  of  the  evils  resulting 
from  short  term  service  of  individual  teachers,  and  other 
evident  defects  are  inevitable  results  of  the  lack  of  close 
professional  supervision.  Such  general  supervision  of  the 
entire  system  as  an  administrative  officer  can  give  has  been 
good,  but  this  is  not  sufficient.  It  is  strongly  urged,  there- 
fore, that  a  professional  supervisor  be  employed  for  the 
primary  and  grammar  schools,  or  that  their  principals  be 
given  plenty  of  time  for  supervisory  work. 

3.  Teachers  and  Salaries.  It  is  remarkable  that  one 
superintendent  and  several  of  the  teachers  have  done  effi- 

53 


cient  service  in  the  same  system  for  so  long  a  time  with 
so  little  recognition  in  the  way  of  increase  of  salaries,  par- 
ticularly in  this  day  when  salaries  everywhere  and  in  all 
kinds  of  business  have  so  frequently  increased.  Salaries 
in  the  Decatur  public  school  system  have  not  been  increased 
with  the  increase  in  expenses,  nor  in  comparison  with  many 
other  public  school  systems.  As  shown  in  this  report,  sal- 
aries range  from  $1,600.00  for  the  superintendent  down  to 
$50.00  as  the  minimum  in  the  white  schools.  This  year 
some  of  the  grade  teachers  are  having  to  pay  as  high  as 
$42.50  per  month  for  board.  Their  shortening  length  of 
service  is  in  part  attributable  to  the  slow  increase  in  sal- 
aries. The  efficiency  in  the  teaching  force  has  not  as  yet 
suffered  as  much  as  it  certainly  will  unless  business-like 
considerations  are  quickly  given  to  this  important  matter. 
Length  of  satisfactory  service  should  be  rewarded  by  liber- 
ality in  increase  of  salaries. 

4.  Supervised  Play.  As  stated  in  this  report  few  play 
appliances  are  provided  at  any  of  the  schools,  although 
playgrounds  are  ample  and  suitable  everywhere.  While 
there  is  general  supervision  of  deportment  at  recess  periods 
there  is  very  little  supervision  and  direction  of  the  play  of 
the  pupils,  except  in  the  primary  grades,  and  no  general 
expert  direction  even  there.  The  value  of  supervised  play 
as  a  means  of  education  can  not  be  over-estimated.  It  has 
been  said  that  "a  school  without  play  is  an  educational  de- 
formity". The  play  instinct  properly  directed  certainly 
leads  along  lines  of  best  educational  development  and  di- 
rectly to  good  citizenship.  The  highest  interest  of  the  chil- 
dren, morally,  mentally,  and  physically,  demand  the  em- 
ployment of  a  professional  director  of  physical  training  and 
plays  and  games.    Every  department  of  the  school  system 

54 


and  every  branch  of  study  taught  therein  would  reflect  bene- 
fits arising  from  such  department.  Its  results  would-be- 
seen  in  the  quickened  powers  and  habits  of  attention,  the 
more  accurate  judgment,  the  prompter  and  more  effective 
action  on  the  part  of  pupils  in  all  grades.  Under  such  a 
department  a  general  medical  inspection  could  also  be  had 
regularly  without  additional  expense. 

5.  An  Enriched  Course  of  Study.  The  program  of 
studies  would  seem  to  indicate  the  traditional  academic  edu- 
cational goals.  To  pupils  who  reach  the  grammar  grades 
such  educational  goals  are  usually  lacking  in  purposeful- 
ness.  If  a  background  of  reality  could  be  given  to  the 
more  formal  academic  subjects  by  the  introduction  into  the 
course  of  study  of  more  elementary  science,  drawing,  litera- 
ture, hygiene,  civics,  and  such  practical  arts  as  could  be 
well  related  to  local  life  activities,  there  would  be  great  im- 
provement. Such  enrichment  of  the  course  of  study  would, 
of  course,  require  a  corresponding  enrichment  of  the  school 
equipment.  There  would  be  needed  more  maps,  globes, 
specimens,  illustrative  materials,  laboratories,  libraries,  and 
the  like.    Again  more  money  would  be  required. 

6.  Besides  relieving  the  superintendent  of  much  work 
which  hinders  administrative  duties  he  should  have  office 
help,  either  from  a  clerk  provided  or  from  part  time  of 
a  proposed  supervisor,  in  order  that  business-like  records 
of  individual  progress  could  be  properly  kept  and  tabu- 
lated. The  need  of  this  is  too  apparent  to  business  men  to 
require  discussion.  Of  course,  this  recommendation  would 
carry  with  it  the  better  equipment  of  the  superintendent's 
office. 

7.  A  division  of  grades  according  to  advancement  of 
pupils  and  a  system  of  semi-annual  promotions  would  be 

55 


decidedly  in  the  interest  of  the  children,  but  will  require 
additional  teachers.  It  is  mainly  a  question  of  the  children's 
interest  or  the  expenditure  of  more  money. 

8.  Some  means  of  fire  protection  should  be  provided  at 
all  of  the  schools.  If  nothing  more,  at  least  a  few  chemical 
extinguishers  should  be  placed  in  each  hall. 

All  schools  should  be  connected  by  telephone  with  the 
superintendent's  office,  and  this  office  should  be  connected 
with  the  city  lines. 


QUERY. 


How  much  of  the  city's  potential  resources  should  he  in- 
vested in  the  training  and  education  of  the  city's  prospective 
citizens  ? 


56 


] 


UNIVERSITY  OF  CALIFORNIA  LIBRARY 


■-^ 


